3. Constructivismo Se ha señalado que la psicología genética es el punto de partida de este. El constructivismo debe ser entendido como una unidad de análisis mas amplia que una teoría. Correspondería pensarlo como una solución modélica para muchos problemas que tiene que ver con el conocimiento y la enseñanza El conocimiento y el aprendizaje no constituye una copia de la realidad si no una construcción activa del sujeto en interacción con un entorno socio-cultural.
29. Zona de desarrollo próximo Zona de desarrollo próximo Zona de desarrollo real Zona de desarrollo potencial Se resuelve el problema en forma individual Se resuelve el problema con ayuda Distancia entre
30. Ideas de vigotski según la ZDP La persona menos capacitada En el ámbito SOCIAL, las personas se implican en la relación conjunta de actividades De esto Se establece un funcionamiento interpsicológico Donde La persona más capacitada ayuda a las demás Como resultado Resuelve la tarea Incorpora nuevos usos de signos y símbolos Se desarrolla
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32. Disensiones y coincidencias en los discursos pedagógicos de Jean Piaget y Lev Vigotski desde la perspectiva de la construcción del aprendizaje
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Notes de l'éditeur
• Born in Switzerland Father a historian, mother at home. Published his first article in a natural history magazine at 10 years old describing a partly albino sparrow in a public park He got his bachelor’s degree at 18 and doctorate at 21 in natural sciences, particularly biology. He was considered a world expert on mollusks. His focus shifted from Biology to Philosophy to Psychology. Each of those areas affect his perspective, i.e. the relationship of science and faith in moral development. He worked in Binet’s (of Stanford-Binet IQ fame) psychological laboratory for a time where he became interested in the development of children’s intelligence, particularly in children’s incorrect answers. He started asking the children questions and found that there were different kinds of common wrong answers at different ages. He came to the conclusion that older children’s thinking is qualitatively different than younger children: rejecting a quantitative definition of intelligence (based on the number of correct responses on a test). He rejected the standardized test as losing considerable information about the child’s thinking. This revolutionary style of testing allowed a child’s answers to determine the course of questioning, which allowed the researcher to comprehend the underlying basis for a child’s response. So in 1921 he wrote “At last I had found my field of research.” and he researched and wrote about it for the next 60 years. By the age of 30 he was already famous for his work in psychology.
